‘Third Wave’ Politics in Teacher Education: Moving Beyond Binaries (original) (raw)
2020, Teacher Education in Globalised Times
Teacher educators live and work in a highly complex world that is mediated by multi-layered political, social and educational arenas. While education typically falls with the jurisdiction of nations or states, the influence of globalising factors and forces on teaching, teachers and teacher education is steadily increasing. The shrinking of the globe through the movement of people and ideas continues to intensify in response to technological advances including social media. This chapter provides an analysis of the influence of global trends on the local work of teacher educators. Globalisation is defined and the contestations that emerge at the intersection of the global with the local and the political with the educational are discussed. Historical influences of global forces in teacher education are explored and explained as two 'waves', the first focused on providing sufficient quantities of teachers, and the second shifted focus to the quality of teachers, teaching and teacher education. It is proposed that teacher education needs to enter a 'third wave' to effectively respond to contemporary global political contexts. This new model describes the political work of teacher educators as productive, personal, possessive, pragmatic and philosophical. It considers how teacher educators can respond to political agendas whilst working towards educationally and socially responsible educational practice for all learners. The model is applied to thinking about the projects included in the book, Teacher education in globalised times: Local responses in action, to bring to light the deeply significant political work being undertaken across global-local boundaries.
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International Conversations of Teacher Educators: Teaching and Learning in a Global World
2014
No part of this publication may be photocopied, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, recording or otherwise, without the written permission of the publisher. The views expressed in the material printed IV On Style V As we started to receive manuscripts from educators in various countries, there was a range of topics and approaches related to teaching in a today's world. In order to respect and honour the different cultures, disciplines and perspectives, we decided to maintain the original writing styles of the original manuscripts. This collection of chapters is divided into two sections and the authors address various aspects of teaching and teacher education and they contribute to ways to reconceptualise teaching and learning in higher education. Part I Globalization is a powerful influence affecting educational systems in many countries. For teacher educators, an understanding of societal influences on teaching is an important component of teacher education. Thus, it is critical to develop a better understanding of the influences of globalization and the multifaceted role of teacher educators in a global society. In teaching there is always a great deal of uncertainty about what will happen next, but it is our responsibility, as teacher educators, to create spaces that can help us stay 'open to the mystery, open to wonder, open to questions' (Green, 1997, p.146). This book evolved from our recent study on globalization and teacher education. The study explored teacher educators' perceptions, values and beliefs about the complexity and uncertainty education is facing in the era of globalization. As we explored the multifaceted role of teacher educators in a global society two key themes emerged from the data: 1) teacher education in the era of rapid change and 2) information technology and teacher education (Barchuk and Harkins, 2013). During our online conversations with teacher educators from around the globe, many of the participants mentioned their interest in submitting a chapter for an edited book. We agreed that this would be a great idea and were very excited to receive support from our home university for the formatting and publishing of an annual e-book. We did the following call for papers with the goal of publishing an edited e-book with peer-reviewed papers on the topic of teaching in a global world: Working Title: International conversations with teacher educators: Teaching in a global world This is a call for papers with the goal of publishing an e-book with peer-reviewed papers on the topic of "Teaching in a Global World." Suggested topics include the following: VIII Through her powerful, innovative writing style Carter, in her chapter, Imagination: Hope for a Severed Curriculum employs the metaphor of "phantom pains" as it applies to the state of the severed curriculum in Canadian schools. After tracing the possible reasons for issues such as school violence, student boredom, and so forth and then delineating the history of particular curriculum theories; this paper proposes that we must begin anew to create a flourishing school community/society. Kant's concepts of the transcendental imagination (Einbildungskraft) and between lands (Zwischenland) as well as the significance of emotion in relation to educational endeavors are discussed as possible ways to begin a process of self-understanding that will then lead to self-mobilization. In the final chapter entitled Meditative Education: A Proposal for the Existential Renewal of Teacher Education in the 21st Century, Kumar, drawing upon the profound insights of James Macdonald and Jiddu Krishnamurti conceptualizes a vision of a meditative education for the existential renewal of teacher education and school education in the 21st century. The core purpose of a meditative education is to encourage teacher educators, pre-service and in-service teachers, and their students to understand and transform their consciousness. A meditative education emphasizes the arts of listening and seeing to have a deeper perception into one's consciousness and one's relationships. It encourages the cultivation of the qualities of openness, aesthetics, and freedom in educational process. Viewed from a meditative perspective, education no more remains a problem of information transmission or means-end learning. On the contrary, it emerges as a space of freedom where the main focus of educational experience is to learn about oneself and one's relationships to people, nature, and ideas.
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